Examination of Job Satisfaction for Middle School Teachers in Georgia: Traditional and Charter Schools

Date of Award

3-2018

Type

Dissertation

Major

Doctor of Education

Department

Counseling, Foundations & Leadership

Abstract

The growing demands placed on teachers has had a negative effect on the profession (Balu, Beteille, & Loeb, 2010). Teacher burnout, stress, and dissatisfaction may be imminent unless administrators arrive at preventions for these issues (Balu, Beteille, & Loeb, 2010). The aim of this quantitative study was to survey middle school teachers in Georgia to determine their level of job satisfaction as it related to different elements of their jobs. The survey included items designed to collect data on overall level of teacher job satisfaction in relation to the areas of age, years of experience, intrinsic and extrinsic motivators, school setting, gender, workplace atmosphere, and school type. The first research question was designed to determine to what extent intrinsic motivators affected teacher job satisfaction for middle school teachers who served in charter and traditional public schools. Based on this research, there was a significant relationship between intrinsic motivation and one other variable (extrinsic motivation). The second research question was designed to determine to what extent extrinsic motivators affected teacher job satisfaction for that group of teachers. Based on this research, there was no relationship between extrinsic motivators and any other variable except for intrinsic motivators. The third research question was designed to determine to what extent age, years of experience, and gender influenced the teachers. Based on this research, there were no significant relationships between any of these variables.

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